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September 5, 2025Language MattersOpen Access

Linguistic Marginalisation and Multilingual Policy Gaps: African Language Speakers’ University Experiences Explored

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Authors

SXSimthembile XeketwanaCAChristine Anthonissen

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Overview

This study reveals language conflicts in higher education for African language speakers, highlighting policy shortcomings in South African universities.

Key Points

  • Language conflicts emerged for students educated in African languages while transitioning to predominantly English universities.
  • Participants experienced contradictions and compliance in language policy, particularly in informal social interactions.
  • Analysis involved data from seven participants, yielding insights into their complex experiences at university.
  • The findings suggest that existing multilingual policy aspirations in South African higher education are often unmet.

Cite This Study

Xeketwana et al. (2025) studied this question.

synapsesocial.com/papers/68c23922b210217d6477aeb6https://doi.org/10.1080/10228195.2025.2545782
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Being Monolingual in a Multilingual Space: An Autoethnographic Exploration of Educational Experiences2025
  2. 2Multilingual pedagogies in South African higher education institutions2025
  3. 3The Impact of Multilingualism on Language Policy and Instruction in Higher Education Institutions2024
  4. 4Reimagining African Languages in Teacher Education: A South African Perspective2025
  5. 5Bilingualism, Trilingualism, Multilingualism, and Polylingualism: Softening Language Boundaries in South African Classrooms.2024